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3Populists deny the problems we face ecologically and pass them on to the next generations. In this article I discuss 4 populist statements 1. The Netherlands for the Dutch, 2. The “ordinary” Dutch person is entitled to his/her prosperity, 3. The Netherlands is full, no more asylum seekers and 4. Our national level of education is superior - I will contradict it here, light of the numbers. I conclude that the figures and statistics show that these claims cannot hold up at all with the available evidence.
ARTIKEL
Even journalists and academics sometimes employ dichotomies that fall short almost immediately. An example is the prophets and wizards dichotomy. Populism with a scientific twist, which apparently makes sense and appeals to our gut feeling. A golden formula, with an implicit logical appeal to dialectics, an age-old and proven method of buying knowledge through opposites such as black and white, plus and minus. It is argued that with respect to the prophets and wizards dichotomy it becomes there are two kinds of prophets, realistic and fairytale prophets, who call themselves wizards.
ARTIKEL
Panel discussion on big data, algorithmic profiling, filter bubbles and political populism with Florian Cramer, Daniel Irrgang, Matteo Pasquinelli, Vesselin Popov, Peter Weibel and Siegried Zielinski. In: The political economy of data: on psychometrics, deep learning and net populism. Daniel Irrgang, Peter Weibel, Siegfried Zielinski (Hg.). Karlsruhe: ZKM, 2018 For the video of the paneldiscussion > zkm.de/en/media/video/net-activism-net-demagogy
BOEKDEEL
We don 't accept a doctor to be stupid. Populism is a form of stupidity, and stupidity is the biggest plague of contemporary democracy. We could have every populist statement analyzed by a jury of both professionals and laymen. It is an expensive means, but if we leave complex issues such as European unification or climate measures to the public, we can be sure that many cannot follow the discussion. Populists make use of this by giving the public the feeling that they are being understood. They then explain it "delicately" from their over-claimed and therefore illusory knowledge. And a party without populism is chased away and voted out. No exit democracy!
ARTIKEL
Audience studies is not the vibrant field it was in its 1980s and early 1990s heyday. Cultural studies today has a more balanced interest in production, audiences and texts. A renewed focus in audience studies on everyday meaning production, identity and relations of power could benefit from recent developments. Theorization of power especially has benefited from recent work on governmentality. In accord with recent work on ‘affect’, there is an opportunity for renewed vitality and urgency. Was audience studies damaged beyond repair by the charge that it is a populist field that celebrates rather than interrogates everyday media culture? Could a concept such as cultural literacy provide a bridge to help re-establish the critical credibility of audience studies or would it burden this field with its implied notions of standards, distinction and cultural exclusion? The article discusses recent work with youth audiences to inquire into the possibilities of ‘critical literacy’. It proposes taking up questions and insights raised by affect theory, to merge appreciation, criticism and understanding of the forces that drive (the possibility of) change, and to embed critical literacy in cultural studies’ ongoing interest in the construction of (cultural) citizenship.
ARTIKEL
Whereas different aspects of teaching and learning in Higher Education are often discussed within an academic community, teaching the EU seems to receive less attention. Especially in recent years we testimony the decreasing interest to EU studies in universities, including some signs of disappearing from educational curricula. Even more sad is the state of teaching the EU in economic faculties and other disciplinary areas. Teaching the EU is not always considered as an important and necessary part of these curricula. At the same time, in the still remaining studies of the EU, mainly situated in studies of politics or international relations, there is a tendency, with a few exemptions, to stick to a rather traditional approach of teaching the EU that does not change for years, no matter what the developments in the world are.
In this paper I plea for the change of the existent paradigm in teaching the EU. The new global realities, such as a developing climate crisis and EU green economic transition, war in Europe and changing global security landscape, (still) continuing migration crisis and growing poverty worldwide, radicalization of political systems and intensifying populism, require to change the way the EU subject has been taught in universities. The scholars teaching the EU subject have to rethink the existent answers to the main educational questions, such as what, why, how and who is being taught about the EU. I propose a different approach to teaching the EU that not only redesigns the existent teaching practices of the EU, but also makes the introduction of EU studies in other than political science or international relations curricula, such as economic, business, environmental or many other interdisciplinary studies, possible and indispensable.
ABSTRACT
Many, many comparisons have been drawn in recent years between the current rise of (right-wing) populism and the financial crisis of 2008 that shook and continues to shake Europe to its core, and the tumultuous and horrifying events of the 1930s, which in the end resulted in the Second World War. A number of recent studies which (partially) focus on this decade carry ominous titles like To Hell and Back, The Age of Catastrophe and The Triumph of the Dark. Referred to by some historians as the second Thirty Years’ War, the period from the First World War to the end of the Second still continues to draw much academic and indeed public attention. In many cases, Germany deservedly plays a central role in the analysis, either in the form of the Kaiserreich or the ill-fated Weimar Republic and, of course, Nazi Germany. The five books under review here discuss European history between 1914 and 1950 in general, and that of Germany in particular, in this period. What do these books tell us about Europe’s and Germany’s path in the first half of the twentieth century, and what new insights do they provide? https://doi.org/10.1177/0265691418777981 LinkedIn: https://www.linkedin.com/in/martijn-lak-71793013/
ARTIKEL
From the fast-food industry to the sharing economy, precarious work has become the norm in contemporary capitalism, like the anti-globalization movement predicted it would. This book describes how the precariat came into being under neoliberalism and how it has radicalized in response to crisis and austerity. It investigates the political economy of precarity and the historical sociology of the precariat, and discusses movements of precarious youth against oligopoly and oligarchy in Europe, America, and East Asia. Foti covers the three fundamental dates of recent history: the financial crisis of 2008, the political revolutions of 2011, and the national-populist backlash of 2016, to present his class theory of the precariat and the ideology of left-populist movements. Building a theory of capitalist crisis to understand the aftermath of the Great Recession, he outlines political scenarios where the precariat can successfully fight for emancipation, and reverse inequality and environmental destruction. Written by the activist who put precarity on the map of radical thinking, this is the first work proposing a complete theory of the precariat in its actuality and potentiality.
BOEK
The concepts punitiveness and rehabilitation orientation in the general public are generally measured by rather broad attitude items that are not directly related to probation. In this study, two separate attitude scales were used that were tailor-made for the probation context and therefore have a high ecological validity. These ‘ecological scales’ were each analysed with the same predictor set. Cognitive emotive variables showed incremental prediction above demographics. Higher knowledge of probation and more satisfaction with society are related to a higher preference for rehabilitation. Less knowledge of probation and a higher feeling of victimization are related to a more punitive attitude.
ARTIKEL
